Gad Fly

I understand why TEDx events are kept small. I don't blame them - there is a lot to be said for the depth of networking that can occur in small scale events. I just get annoyed at the corporate filtering and the implied exclusivity in a time when we should be opening education up. Also, despite creating "curated audiences" (yes, that is the language they use), the last one I attended still had the same dozen middle-aged white guys - there are more women and minorities involved in education. Even though I appreciate the advantages that being born male and white (that's Celtic-American to you boy-o), and being middle-aged, we can only move forward in education when we bring in a diversity of ideas, voices, and experience to the table. You can attend some of these events virtually but there is this whole application bit to attend that sticks in my craw. I came up with my own application process here.

In with the new...

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I don't think anyone, Republican or Democrat can be happy with the education system and the costs associated with it. I loved hearing Obama say "...what’s gotten overlooked amid all the hoopla, all the drama of last week, is what happened in education -- when a great battle pitting the interests of the banks and financial institutions against the interests of students finally came to an end." There are so many things that are in the way of education right now - student loans, the costs of textbooks, high unemployment, and the banking crisis - things that should not effect education as much as they do. We have an opportunity now to dismantle the old infrastructure that has long stood as a barrier to education for so many. If we are going to send manufacturing jobs over-seas, we owe it to the citizens to provide for an education. We are removing the barriers to health care and the same can happen for education. Why aren't Canadians or people from Scandinavia breaking down the doors to live in this country illegally? The strange thing is that I could take some classes from a Danish university online because they do not charge tuition for their classes. After we win the fight for health care in this country, I hope we continue on with the fight for education.

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Open Course Library Project

This great interview with Cable Green on OERs and the Open Course Library Project was on CreativeCommons.org. It was on their front page for a while and I wanted to post it here to keep it out a little longer because it makes some important points about open education resources and open texts. Washington From what I know of the grant (I used to work in WA and my wife, Jacqui Cain, is working on the online dev ed module), the developers of these open resources are not only authoring the modules but they have to teach with them as well. This is a very important part of the peer review process that is missing from even commercial textbooks. The real acid test of a textbook is not the credentials of the author, but whether or not it works in a real-life classroom setting: not all textbooks do. Sometimes it is just a matter of the author's teaching style (if, in fact, your author is a real teacher and not just an ivy league name with a bunch of TA's who do the teaching). In that case, one of the real values, as a teacher, in open texts and open education resources in general is that you are able to adapt the materials to your use and for the use of your students. You never have to ask students to pay for materials, chapters, and lessons that they are not going to use.

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Open Source University

Here is the other side of the napkin on what I mean by "Open Source University." Please add (or detract) to this in the comments. I might move this to a wiki as I get rolling:

There are no professors - there are advisers, facilitators, peer tutors, and mentors who all participate in networks.

Facilitators participate because they too benefit from the network itself.

There is a rubric for milestones in your field.

There is a connectivist rubric that evaluates your network.

You are not judged on how much information you took in and regurgitated at the end of the semester but on the integrity, quality, diversity, and utility of your networks over the course of your studies.

You are assessed on your ability to share, illuminate, and participate.

Each semester, your goal is to contribute to the "textbook" in some way - to make films, interview others.

You cannot get this degree by sitting in your chair and listening to someone speak.

You assessed via a portfolio of

• Participation
• Collaboration
• Creativity

You are not evaluated on the questions you answer but on the questions you ask.

Diversity in your network means that you have to have a few people in your network who think you are wrong or crazy and that you think are wrong or crazy.

The Future of Education

This is a first crack at thinking about the "Future of Education" question that George Siemens asked us. It is not a finished thesis but just little old me reading off the back of the napkin. I am pretty passionate about the future of education because the future is here now and passing a lot of community college students by. It is not from a lack of money but a lack of vision and will. As an instructional designer and educator, I see nothing "theoretical" about this discussion at all since the answers to the questions can mean real change for people - just look at what is happening in open education resources and open texts right now.

I threw in pictures that represented a history of futures and just basically played around with Garage Band.

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A Note on Learning Styles

I want it to be clear that I do not think that I have the all the answers about learning styles theory and pedagogy. I wrote about this earlier in the year here. Learning styles theory is an extremely complex subject that covers psychology, sociology, neuroscience, epistemology, and pedagogy. Notice all the soft sciences in this list. That said, in my own practice in special education in the k-12 realm, my work as a tutor and tutor trainer, and as an English teacher has benefitted tremendously from these tools. I have seen students who were tested as auditory learners begin to use recorders in the classroom and I have watched their lives turn around, but that is not research. The learning styles theories as they stand cover too much ground and are too broad to determine (at this point in time) solid empirical testing. Many of the theories are too simplistic to cover the complexity of the human mind. The research questions in some cases have to be narrowed. Researchers have to continue to define and test the theory, and explore - there is a lot to be done. There have been numerous attempts - many, to my way of thinking, have been successful. What happens though is that contra learning styles educators simply change the definition of learning styles to dismiss the conclusions of the research or weaken the argument by narrowly define what the theory should predict.

An example of that is a video by Daniel Willingham that has gained some traction on YouTube that declares that learning styles is bunk. It is filled with lots of unsupported phrases like "that is not how the brain works" as if we had a really clear picture of how the brain works (never mind how we learn). The only thing that can be said definitively is that more research needs to be done. Another really big problem with the video is that it ignores any research that has been done and there is a lot of it out there. To say that there has not been any research that supports the idea of learning styles means that Willingham has not done a thorough review of the literature.

Willingham says that "lots of people have performed that test" as if there was one way to test learning styles. He also talks about "meaning based" as if we are meant to take it for granted that "meaning based" learning is the final obvious word in epistemology and language. That is just not the case. Willingham narrowly defines learning styles and what it "ought to predict" and then takes the theory (as if there were one) to task.

The claim, for instance, that teachers have to change how they teach is just wrong - not everyone who supports learning styles makes that claim. The idea is that yes, we can teach to a broader spectrum of learning modalities. But learning styles theory is there to help the students understand why they may not be getting it. There are good, solid criticisms of learning styles theory and this ain't it.

Learning styles is still being defined as a theory. In this sense it is a lot like string theory - there is some decent math and models in there but a lot more work needs to be done and should be done. No one is going to through the theory out because it is accurately modeling what is happening in the real world. We don't even know how many strings there are! I consider the learning styles to more of a model like string theory rather than a full blown theory yet. But we cannot just discount research that supports the theory out of hand.

Some References That Go Beyond Personal Beliefsd (even mine)

1. Learning Styles and Pedagogy in Post-16 Learning by Frank Coffield, et al.

If you want to look at how complex this question is, check out this paper that is really critical of the theories and is in depth. (Notice that I don't just choose research that supports my world-view or research bias.)

2. Christy Tucker's blog has some excellent summary of the research.

3. Wisdom, Intelligence, and Creativity Synthesized: A New Model for Liberal Education By Robert J. Sternberg

4. Comparing Student Learning Styles in an Online Distance Learning Class and an Equivalent On-Campus Class by David P. Diaz and Ryan B. Cartnal, Cuesta Community College

5. One Size Does Not Fit All: Learning Style, Play, and On-line Interactives, David T. Schaller, et al.

6. Ability, Demography, Learning Style, and Personality Trait Correlates of Student Preference for Assessment Method
"More than 400 students from four universities in America and Britain completed measures of learning style preference, general knowledge (as a proxy for intelligence), and preference for examination method. Learning style was consistently associated with preferences..."

Curation Science: A note on Ted Talks

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Today I spent time listening to the TedxNyED Talks online. I really liked the event. There were a lot of great people gathered together and a lot of good ideas coming out. I recommend all of the people who presented, and I will link the videos here as soon as they are available. The people who put on the event did an outstanding job. I appreciated the fact that they streamed it live and that there was a large community of educators participating remotely.

I made discoveries today: I learned about Flexbooks which, given some of the projects I am currently working on, is very serendipitous; I heard people at the conference speak that I had never heard before, and I met new people in Twitter. I am very excited about the new connections with some very interesting people.

Because of all of the good work that went into this event, and the fact that I know that everyone came away from it with something positive (I know that I did), and that the conversations we had there were only the beginning, a planted seed - I feel free to be a pain in the ass about elitism. Some of the issues are argued here at D'arcy Norman's blog.

The event was based on the corporate Ted Talks format. I listen to the corporate Ted Talks too. These are really interesting videos and I have learned a lot from them. Like them, the New York local version "curated" the audience as well as the speakers. When they were asked why there were so few women or minorities it was "inadvertent" and because the white men said "yes" first and filled up the slots before they realized it. There was a application to be in the audience. You had to list your significant accomplishments. It seems funny that the audience was carefully curated and the speakers were "inadvertent." The irony about all this is that many at the event are promoters of open source and open education resources. One of the whole points of the corporate Ted Talks is that they need to control the audience in order to control the results of their conference. You want the right kind of people who have access to a lot of money (admission is $6000 to corporate Ted Talk). That is what curation means. It is the Disneyland approach to vacationing - god forbid you go to a real place and meet real people - who knows what could happen? This is not a great model for educators to adopt or to promote. This is like lecturing on collaborative learning or selling a book to Thompson & Wadsworth on open textbooks.

Many teach because they believe that education will make a difference in people's lives. And there are some huge problems in education and changes that need to be made. They won't be made by doing the same things over and over again. In education, there is still too much of the "sage on the stage" and everyone sitting in rows paying attention. And it is not working.

We need to hear, and act on, ideas from a broad spectrum of society and the world if we plan on making real and significant change. The world is now too small for us to be comfortable with not bringing in developing nations to the table, for instance. Someone pointed out that the majority of the teachers are women but the majority of presenters continues to be men. It is not that by having some token females on a stage that we will be magically transformed, but if we are serious about change as educators, we have to broaden our vision. We benefit and become stronger from hearing a diversity of voices. We are asking students to be more than they are - we can follow suit.

They are planning on doing a Ted Talks deal for kids. I am hoping that the audience is not curated for that event (they should at least let the parents in despite their education background right?) and that the speakers are representative of their community. As one of the speakers today put it: "How can you dare think you can transform a child if you are not willing to transform yourself?" And if you are not in education for transformation, what the hell are you doing?

There is a huge price to pay for not attending to diversity. Everything you do becomes irrelevant as the world around you changes and you are offering answers to questions that no one is asking. Again, as Lehman reminded us "The illiterate of the 21st century will not be those who cannot read and write, but those who cant learn, unlearn, and relearn." - Alvin Toffler

Stephen Fry on Technology and Change

I have been checking out the BBC interviews on technology from the series called "The Virtual Revolution." Stephen Fry talks about how the driving force behind all the technological change isn't the technology but the inherent human will to connect. He backs this up with some interesting stories about how letter writing, the post box, and novels changed society. I have written some similar ideas here about Twitter - how the press and others miss how it works (it is not an information distribution platform but a network creation tool). Anyway, I highly recommend the series because it represents a wide variety of interesting view points on technology.

On the Greatly Exaggerated Death of Culture

I really thought Culture (I mean the exclusive education of privilege maintained by privilege) would have died years ago. Sven Birkerts and others have been predicting the death of The Book, Google is supposed be making us stupid, and instant messaging is supposed to turn us into twittering idiots, yet somehow things are not quite working out that way. Instead, books are more available than ever, social networking makes the authors and experts more accessible, and those same networks allow us to connect with others who are working along the same lines (or cause us to think differently). The same impenetrable silos of knowledge (The Ivy League) are now adopting an open courseware model because they are beginning to understand that information is not knowledge until someone applies, discusses, uses, and shares it. They really want an underprivileged high school student to be curious about New Media classes at MIT and to read their stuff.

Image of Ferlinghetti by Steve Rhodes via Flickr

Imagine my surprise when I open up the Chronicle of Higher Ed and read in an article called "The New Math of Poetry" by David Alpaugh that there is too much poetry in the world. That's right: because of technology, there is too much poetry in the world:

"Len Fulton, editor of Dustbooks, which publishes the International Directory of Little Magazines and Small Presses, estimates the total number of literary journals publishing poetry 50 years ago as 300 to 400. Today the online writers' resource Duotrope's Digest lists more than 2,000 'current markets that accept poetry,' with the number growing at a rate of more than one new journal per day in the past six months."

His complaint is that with all that poetry, we may miss the new Blake or Dickinson because the traditional filters of Culture (and please, do not reach for that revolver) are no longer in place. He says that no one can possibly read that much poetry and that

"professionals can ignore independent poets and reserve the goodies—premiere readings, publications, honors, financial support—for those fortunate enough to be housed inside the professional poetry bubble."

That is already the case. That has been the case for far too long. How many Blakes or Dickensons have we lost because they could not get into Yale or any college for that matter? Or didn't have the proper letters of recommendation to get through the doors of a publishing house? He does admit that Thoreau and Whitman were self-published. Yet he doesn't tell us how a volunteer army nurse and bum (Whitman) would get published in the academic poetry world before print-on-demand, lets say in the 1950s. Whitman would have died in obscurity if he waited to communicate. He continued to publish, not because he had the imprimatur and nihil obstat of Harvard, but because people read his poetry and bought his books. Emerson praised his work but the universities thought his work obscene and he had only one poem anthologized (a mummification process for poets) in his lifetime.

I also know some really great poets who only recently have made it into the anthologies because their poetry did not come out of the conservative academic tradition: they sinned by becoming popular before they were critically acclaimed. The first time I saw Ferlinghetti in a college anthology was in the early 90s for a single poem. There are a couple sides to poetry and one of them is the academic scene where the Status Quo gets to decide who is and who is not a poet. There is the MFA side where those who join the lodge publish fellow lodge members (secret handshake revealed upon final tuition payment). And then there is everyone else, who, despite themselves, can't help writing poetry, making videos, recording podcasts and producing art because that is what humans do and have been doing for 10,000 years. That is the frightening news flash: we are all poets. Ferlinghetti used to call for poetry to be recognized as a universal language, he opened his "Populist Manifesto" with

Poets, come out of your closets,
Open your windows, open your doors,
You have been holed up to long
in your closed worlds.

Technology is an opening of that window. More people can communicate and in a wider array of media than ever before. We should not be sitting on the ground telling sad tales of reading and the death of reading: people are reading and writing more than ever. They are just not reading and writing along the old model. People are creating videos, journals and blogs and listening to poetry in new ways that allow everyone to participate. And no, the professors will not have time to tell us who to include and who to exclude. It is up to us now.

Meditation on 21st Century Skills

One of the reasons why teachers should not feel threatened by technology or change is that in the next decade, the skills needed to be literate in the age of social media are still going to draw on traditional literacies and rhetoric. As a matter of fact, one of the weaknesses of "New Media" is the focus on technology at the expense of solid critical thinking skills. There is so much reposting of stories and not enough fact checking and analysis. Many education blogs will repost stories from sources that are not credible and pass them along as "fact." (Take, for instance, stories about teaching and learning in virtual worlds posted by those who have little experience in the topic.)

I believe that the three modalities of learning will center around critical thinking, networking, and new media. In other words, students will have to be able to analyze information, connect with others, and then use technology to publish their results or express themselves. This has been true since the invention of writing.

I am looking for more feedback on these 21st Century Literacies. There is a lot of talk about the need and not enough on what they are and why. Please feel free to contribute to this conversation using the comment feature of this blog.

What Can't We Do

According to Google Analytics, four visitors to this blog over the last three months have visited via dial-up modems. For their sake, I am typing this very slowly.

There are a lot of reasons not to use technology for teaching and learning. Especially in a place like Humboldt County. There are some places here that are inaccessible. There are some that do not have electricity. The technological infrastructure is weak. There are places where there is not a lot of high speed computers available to the general public. But this shouldn't mean that we shouldn't work on that infrastructure.

For some reason, some think that technological solutions have to have the same effect for all people in all circumstances or they are not solutions. That is like saying that we shouldn't teach reading because many of our students do not have access to books, books are expensive, and some students will require glasses in order to read them. So unless books are free and your reading program includes universal health care, we can't teach reading.

Online learning is not new. I understand the fear of technology, the stress when confronted with change, and the anxiety that a sense of a loss of control can cause. But we have a responsibility to our students to pass on the critical thinking skills necessary to use technology wisely and skillfully, not to pass on our fear, stress, and anxiety.

The digital divide will not be conquered by stopping in our tracks, and we can't go backwards. The same critical thinking skills we used in the old media are applicable in the new.

Frontline: Digital Nation

I watched Frontline's Digital Nation on television last night. I didn't watch it on the computer because I wanted to give it my full attention while I checked my email, sent notes to Twitter, updated my blog, Facebook, MySpace page and played Phosphor.Wait, what was I watching again?

In all I thought the program was fairly well balanced. Our culture is shifting. It has not evolved. If the digital world has caused us to evolve, why do I still have faculty who need to print out pages from an online learning management system? Why are we still using an LMS? Evolution is where humans begin to develop stouter, stronger, faster thumbs because those who master rapid texting will be the ones who reproduce, but I digress.

I love the scenes where kids who are "internet addicts" are sitting right there on the computer playing games while the mother complains (she is standing right next to him) that the kids grades are down, he is on the computer 12 hours a day, he doesn't eat right, and is becoming more and more antisocial and it us supposedly his problem. The real problem is that people do not know how to raise their children. My dad never negotiated or bargained with me. I can't tell you how many times I have seen mothers and fathers say "wouldn't you like to eat dinner now?" when what they should say is "Its time for dinner." That is the real cultural shift; parents as "pals." Teaching responsibility begins in the home. They can learn about democracy in civics class.

I feel the same way about Sherri Turkle and others when they say that "the kids do themselves a great disservice" by letting them be distracted from lectures. We are teaching children learning skills that are no longer relevant. There are so many ways to harness technology in the classroom that I find it incredible that teachers at MIT are still harnessed to the lecture method. What about using their cell phones as part of a student response system? Have the "google jockeys" in the class put notes and links up on a wiki (yes, MIT, I am available as a consultant for curriculum design). There were some good examples in the documentary of people using technology to turn poorly performing schools around. Not that the technology was the answer; it was the attention to the students that really made the difference. Technology was the medium.

The tests that show that multitaskers are poor performers only prove that tasks that merely require linear analysis are no longer the most effective use of a exo-networked brain.

Writing with Technology

Image by churl via Flickr

Usually my life as a writer and my life as an instructional designer do not intersect much. I did begin life as a tutor and English teacher though. There has always been an element of technology involved with writing (reed stylus anyone?). My latest foray back into the world of novel writing has me thinking and rethinking what I need in a word processor.

My past writing process was to write long-hand in notebooks, type up a draft on a typewriter, annotate and mark up that draft, type up another draft, maybe do some very literal cutting and pasting, and then type up a final draft. This would then be read, annotated and corrected by Jacqui who might even be tempted now and again to retype short pieces for me. I could not have gotten out of community college without her.

I got my BA in English at Sonoma State in 1991. They had Mac labs and I had a couple (only a couple) of instructors who insisted on getting their papers back to them on floppy disk. One of the instructors commented electronically on the papers. I wasn't sure about this technology but my uncle Ed (who also wrote) said to me that what the chain saw was to logging, the word processor was to words. I always started in notebooks. I still have boxes of them.

I still carry a notebook and pen but it is more to shock my brain out of ruts, brainstorming, concept maps, outlines and, of course, just to sit and process thoughts. The odd poem gets pulled out of there but it is mostly for notes and keeping my brain in order. It is more a part of my thinking process than my composing process now.

In November, I took on the insane task of the National Novel Writing Month "contest." The goal is 50,000 words in 30 days. I wrote the whole draft in Google Docs, Google Notes, and Delicious Bookmarks. It was insane because I am still settling into a new job at College of the Redwoods with a really hectic schedule, but of the many justifications, it was a good opportunity to give some online word processors a good shake-down cruise with a big project. I liked being able to write anywhere. I liked being able to share my draft with Jacqui. I will use Google Docs to share the first draft with a couple of volunteer readers and editors. I wish there were a way to join the docs, notes, and bookmarks though - maybe my next novel will be written in Google Wave.

I looked at Zoho Writer which is a great contender with Google Docs. Both of them allow the writer to build a table of contents and insert anchors into the document. This allows you to navigate quickly within the document. I found myself missing the navigation pane in MS Word or Open Office though. What Open Office (and MS Word) lacks though is the ability to edit or move sections of a document in that navigation pane. This is something that you will find in Jer's Novel Writer and in Scrivner (a Mac program I highly recommend).

I have been finding the act of organizing my discovery draft in Scrivener to be an invaluable aid in getting to the first draft. I am still in the 30 day free trial and I am about to shell out the $35 as an early birthday present. I don't usually buy software with a few exceptions but I am willing to pay for usefulness and innovation.

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12 Free Learning Networks for Students and Academics

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The rise of new online technologies has reshaped the way people learn. Print reference sources, though still valuable, are no longer the primary gateway to information. Students and other academics have turned to social networks and collaborative learning communities to find research materials and increase their knowledge of various subjects.

There are many free learning networks that have been created specifically for students and academics. The following twelve sites are good examples. These online communities provide access to alternate forms of teaching and learning. They also offer a central place where like-minded people can easily meet and share information.

LearnCentral- LearnCentral combines social networking with live collaboration technology to provide a unique teaching and learning environment. Classrooms can connect with other classrooms, peers can connect with other peers, and groups can conduct online meetings and seminars.

LearnHub - This social learning network is home to a number of experts who can help with standardized tests, college admissions, and other academic pursuits. LearnHub also offers a community space for users who want to contribute educational information and learn from other members.

Sclipo - Sclipo is a social learning network that makes it easy for academics to teach and learn using the site's many built-in applications. Popular apps include a course manager, a document and video library, and a webcam-based classroom that can be used for live teaching and webinars

GCFLearnFree.org - Created and supported by the Goodwill Community Foundation, this global learning network provides free lessons on everything from math and money to careers and computers.

Academia.edu - This unique learning network can be used to find researchers with similar interests. The site's search feature also allows members track the latest developments in their research area and see what other people are researching.

Academici - Academici is a professional social network for academics and scientists. Site members include people from more than 200 countries.

GradeGuru - Designed specifically for college students, this knowledge sharing network makes it easy for students to share course notes and study together online. Members who share notes can earn gift cards, PayPal cash, and other rewards.

Pronetos - Pronetos is a social network for scholars, professors, and their institutions. The site encourages collaboration by allowing members to share papers, find research, post course materials, and share special announcements.

TheApple - TheApple is a learning community and social network for current and future educators. The site offers career resources, lesson plans, education-related quizzes, education news, teacher trivia, inspiring videos, and a community forum where members can chat and learn online.

Livemocha - Livemocha, the world's largest and most active online language learning community, provides a place for language learners to meet and communicate online. The site also offers free courses in 36 different languages and learning tips from native speakers.

LingQ - LingQ is a knowledge sharing network for language learners. Visitors who sign up for the site's free membership can meet other language learners online, take an unlimited number of free language lessons, and join live conversations for extra language practice.

VoxSwap - VoxSwap is another good place for people to learn new languages online. Members work together to teach each other new vocabulary words and language skills.

Guest post from education writer Karen Schweitzer. Karen is the About.com Guide to Business School. She also writes about online degrees for OnlineDegreePrograms.org.

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Why Learning Styles Matter

There was an article in the Chronicle of Higher Ed last month that after reading it, I decided to promptly ignore. But it has been resurrected in a few places and Stephen Downe's referenced it recently as an argument against learning styles. The article is "Matching Teaching Styles to Learning Styles" by David Glenn. There are articles that are written just to generate letters to the editor and I think this was one of them. The article begins with "almost certainly, you were told that your instruction should match your students' styles. " (I have never heard anything of the kind. What I do hear is that we should strive to make our information multimodal.) And then introduces the argument from Pashler's recent paper that "there is no strong scientific evidence to support the "matching" idea, they contend in a paper published this week in Psychological Science in the Public Interest. And there is absolutely no reason for professors to adopt it in the classroom." The article then goes on to quote Sternberg who has conducted a lot of research in this field who says that "while he holds Mr. Pashler and his colleagues in high esteem, he believes they did a poor job here. Several of the most-cited researchers on learning styles, Mr. Sternberg points out, do not appear in the paper's bibliography. "The authors draw negative conclusions about a field they fail adequately to review," Mr. Sternberg says." So in other words, the author of the article is giving us this "it may or may not be a valid position" kind of argument.

What this article points out is that more research needs to be done in this field. It is not "evidence" of any kind that learning styles are not an issue. One thing these articles do point out is how uselessly narrow research has become and how important cross-disipline work is in education. "Conclusions" for or against the idea of learning styles in the education field ignore the entire history of the study of visual intelligence in the cognitive sciences.

In one of my previous incarnations as a tutor, I used to listen very carefully to how students described problems. Phrases like "I can' t understand a word my instructor says" or "he hands out these charts and they are all Greek to me" gave me important clues on how to shape my tutorials and teach students how to study. Gathering information from them about how they take in information would shape how they studied. And sometimes learning how a teacher delivers information would help us find disconnnects between how a particular student learns and their performance in class. We made no hard and fast universal conclusions about our practices and called them "learning style preferences." We were not scientists, but educators in the trenches out to solve real and immediate problems. We used learning style inventories for purely practical, common sense reasons - it worked. That said, I will agree that more work needs to be done to verify the claims that some educators have made. We did not use them to say "teachers should now teach differently" - we used the information to show the students ways to leverage their learning style. Some teachers can be threatened by the idea that a picture might actually aid their students in understanding what the hell they are saying, and some aren't. I feel like a Civil War nurse, I don't really know why people who get operated on with boiled surgical instruments survive but I am going to keep doing it anyway and look forward to the day when the medical schools come out with a Universal Germ Theory.

If learning styles don't matter, why bother using pictures, graphs, concept maps, video, or audio recordings? Why provide transcripts to videos? The real question that needs to be worked out is how learning styles matter and how to measure that effectively.

If you are in a successful, ivy leaguish, academic environment (a well-monied university, for instance), you are in the worst place possible to do this kind of research. The kinds of students you will get there are students who are strong read/write oriented people. The system is designed to weed everyone else out! I want to see someone working in the K-12 system (preferably special education) and in developmental ed classes at the community college level before they attempt to draw conclusions on learning theories based on a study of 500 Stanford juniors.

If learning styles do not matter, then I can deliver all information in a single modality (blocks of text) and everyone will get it - no matter what their background, culture, or experience. This just does not happen. How does one explain "illiterate" students finally learning how to read using the Montessori method? (They use images and manipulatives.)

Learning styles matter because as an instructional designer, I can use the principle of making course materials multimodal which increases the engagement of the learners.

A very useful summary of the issues are on Christy Tucker's blog.

Every day the same dream

Everyday the same dream is a work of Flash art from Molleindustria. It was made in 6 days for the Experimental Gameplay Project. (They have an interesting article online "Videogame Rules as a Political Medium.") What fascinated me about "Everyday the same dream" is that using simple animation and interface, the artist guides us through some really complex ideas. There are minimal instructions. This is a fantastic lesson in education technology - it shows a greater understanding about how we learn than nearly any other piece of software I have seen in a long time. Each time the player guides the protagonist through the day (or the dream), he is provided with subtle clues to interact with the environment and make changes. It is our sense of play that causes us to do things in the environment, to try different things. To move the "story" forward, you have to disrupt the flow of the given narrative - don't get in the car, pet the cow, go to work with no clothes on - things that might happen in a dream. It is during these "disruptions" that more information is gained and things begin to change. It is as if the author was saying that learning is the sum total of the disruptions we throw against an accepted idea.

The Connectivist 18th Century

I have written a couple of postings discussing the idea that Connectivism isn't new (it is just highly relevant right now). There is an interesting note in USA Today by Elizabeth Weise on a project at Stanford called "The Republic of Letters" put together by Dan Edelstein and Paula Findlen that visually maps the networks of letter writers in the 18th century. The project graphically reveals the networks through dynamic animation. Oxford University supplied information on 50,000 letters (15,000 of them written by Voltaire). Today's social media is merely faster and cheaper.

Weise writes "The 18th century was alive with networks. Despite what some might think today, they weren’t invented when the first email was sent in 1971.

'In fact, going all the way back to the Renaissance, scholars have establish

ed themselves into networks in order to receive the latest news, find out the latest discoveries and circulate the ideas of others,' says Edelstein."

This project is a good example of cross discipline studies (History, French, and programming) helping us gain an understanding of where we are now and where we are going. Truly in the spirit of connective knowledge.

I Predict Things Will Remain the Same...

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...only very shiny.

I always brace myself at this time of year for all the predictions that are going to come out for the following decade. These "predictions" are often a way to express our hopes and fears and often have little to do with how technology and history play themselves out. Who would have predicted medical simulations in virtual worlds? Or that the next latest and greatest computer for the classroom would be the phone? What astounds me about predictions for the future is how much of the past world-views get projected forward. Predictions are often ways to repackage our best loved prejudices and preserve them for the future.

Larry Cuban's "An End of Year Prediction," for instance, gives us the same fears of online learning repackaged.

"Proponents talk about how this form of teaching and learning as a powerful innovation that will liberate learning from the confines of brick-and-mortar buildings. Estimates (and predictions) of online learning becoming the dominant form of teaching turn up repeatedly and, somehow, fade." This has not been the case at all. Online learning has been nothing but a growth industry. And it will continue to be, not just for colleges but for the k-12 as well. The economy is in such a state that online learning is pretty much here to stay. According to the Sloan Report, K-12 Online Learning: a 2008 Follow-Up Survey, the overall number of K-12 students engaged in online courses in 2007-2008 was estimated at 1,030,000. "This represents a 47% increase since 2005-2006" and this number is increasing for this year as well.

"Nonetheless, by 2020, well over 90 percent of public school students will be in places called schools going at least 180 days a year to self-contained classrooms where a teacher will be in charge." This will simply not be the case because no one can afford to build the schools in the traditional sense. This statement ignores what is happening in brick and mortar schools. They are turning more and more towards technology to solve their problems. Notice the concern with the teacher being in charge. I really hope those attitudes change.

Cuban goes on to say that "The error that online champions make decade after decade (recall that distance learning goes back to the 1960s) is that they forget that schools have multiple responsibilities beyond literacy. Both parents and voters want schools to socialize students into community values, prepare them for civic responsibilities, and yes, get them ready for college and career. Online courses from for-profit companies and non-profit agencies cannot hack those duties and responsibilities." This shows a real lack of understanding of what online education is and what is possible. The only way one could write such a statement is to have no real interest in the field of online learning or educational technology. There are many studies that show that it is a successful medium for interacting, learning and building community; all skills that are certainly needed in the 21st century workplace.

"Online instruction will continue to expand incrementally," writes Cuban, "but will still be peripheral to regular K-16 schooling. End of prediction." The joke here is that it is expanding exponentially. Just in my own workplace it has expanded 100% and nationally it is increasing steadily at

According to the USDLA, "Distance learning is used in all areas of education including Pre-K through grade 12, higher education, home school education, continuing education, corporate training, military and government training, and telemedicine.

Research studies have been quite consistent in finding that distance learning classrooms report similar effectiveness results as reported under traditional instruction methods. In addition, research studies often point out that student attitudes about distance learning are generally positive."

I predict that predictions will go on being made that ignore research, the facts, and reinforce the power dynamics of the medieval classroom. There are many articles and stories that discuss the expansion of online learning in the K-12. A good place to start is at eCampus which has a number of articles on this page that discuss the rapid expansion of e-learning.

Digital Writing, Digital Teaching - Integrating New Literacies into the Teaching of Writing

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I wanted to write a brief note recommending Troy Hick's excellent blog, Digital Writing, Digital Teaching. I live in a schizophrenic shadow world of being an instructional designer (lots of tech) and a former English teacher (where's the pencil sharpener?), and I really appreciate the natural merging of these fields that this blog represents. Recently I heard George Siemens define literacy as facility in the dominant media of the day; this blog is a great big step in that direction. This is generally rare in English departments. It is also a very useful blog because he links to his syllabus, teaching tips and assignment ideas.

When today's students go into the modern workplace, they will not be asked to write a 10 page paper on how new media can be used to promote collaborative work. They will be judged on their ability to actually do that. English departments can be the place where the traditional writing skills, rhetoric (in the good old classical sense), and critical thinking can be brought together with social networking and the new media.

Why Bloom's Taxonomy?

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I read a comment on an education blog about "Bloom's Taxonomy": "Why should we use that old thing?" was the basic tone. Bloom's Taxonomy of the Cognitive Domain, simply put, classifies knowledge from lower to higher order of objectives from knowledge (memorization), comprehension, application, analysis, synthesis, and evaluation. I wanted to put up a brief note on this because speaking as an instructional designer and erstwhile teacher, there is no better tool for organizing content for in-depth learning and reflection. Is it an accurate description of the "cognitive domain"? Is there really such a thing as the "cognitive domain"? Speaking as a Buddhist, maybe, but you can't get there from here. Seriously though, Bloom's taxonomy recognizes that there are different ways of knowing and understanding. If it is not an accurate description of the mind, it is because it never claimed to be the Master Key to All Human Cognition. NASA scientists know that Einstien's description of gravity and time are more accurate than Newton, but they still use Newtonian principles and math to orbit satellites or to send something to the moon. Bloom's Taxonomy is like this. It is not a Unified Field Theory, but a tool that does specific things. What Bloom's Taxonomy will do very well is fix a test or an assignment.

Every once in a while, I will get a faculty member who will ask me to look at a test. Sometimes the test is too difficult or too easy or the students seem not to be able to demonstrate what they have learned. Invariably, it is because the questions that they are asking rely too much on one particular section of Bloom's Taxonomy. In other words, the instructor will write a test that he or she thinks will demonstrate a student's ability to apply knowledge and what the test really relies on is memorization or comprehension. There is a whole list of verbs applied to each domain that can help in re-writing or creating tests. I can demonstrate quantitatively that this method works. I have seen it work in grades, retention, longitudinal studies, etc. I have not seen anything coming close to that coming from any other school of thought on education, constructivist, connectivist or what have you. There are a lot of new ideas about how Bloom's Taxonomy can work in social media and I think that these should definitely be tested, explored and used.

There are many great explorations of these ideas on the web and I want to encourage you to look at some of them. A summary of the work is at Bloom's Digital Taxonomy, but there is a lot of interesting things being done with these ideas elsewhere too.

Google Wave in Education

Image by Monica A. via Flickr

Google Wave is opening to the public soon. Even before it is out of the gate, there are pronouncements on what it is and is not good for. And since this is an education blog, I want to look a little at the teaching and learning side to this. One of the the great things about education technology is that the best educational technology never starts out as "educational;" the technology is always designed for some other use and a couple of educators figure things out like how to turn a spreadsheet into a writing rubric that inserts comments into student papers at the click of a button. Or that the AI routine in someone's R2-D2 in a virtual Star Wars world can be re-purposed in a medical simulation. That is why I think pronoucements about how Google Wave will be used are a little premature. There are a lot of tools in Google Wave and extensions and mash-ups yet to be created. Two things that are important to me as an instructional designer in all of his are the collaboration and play back feature. Collaboration is an essential to online learning. The level of interactivity in collaborative learning is unmatched by the typical "online textbook" model of online classes. We are already using Google Apps in classes. The collaborative functionality built into those, combined with email, and chat tools will make Google Wave a very powerful tool. The play back feature - the ability to play back the history of the the collaboration, will be useful for students for reviewing course content. Instructional designers can leverage this feature by scaffolding how a wave is constructed (or how information is brought into a wave) with this in mind. This is a new way of thinking about design. The play back feature will also give us new ways to research online interaction and collaboration. We will be able to measure in real time where things work and where they don't; when students run into trouble and when they "get it."

Collaborative tools are a great opportunity for giving back to control and responsibility for education back to the students. The collective intelligence of an entire class is pretty good at finding and sharing the information they need to be successful; especially if that class is facilitated by someone modeling critical networking skills. The combination of tools in Google Wave seems to enable that.

I will be more excited by the translation tools after seeing them in action. The rest of the tools have all been tested by us in other places, on other platforms - the brilliant thing is bringing them all together. The real genius comes in seeing how a network of teachers, students, and designers will use it in the end.

Flies with Bad Memories

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Victoria Gill, science reporter for BBC News, wrote in her article "Bad memories written with lasers" last Friday about researchers who "have devised a way to write memories onto the brains of flies, revealing which brain cells are involved in making bad memories." This reveals memory to be much more mechanistic than I have written about here in the past. Just last night I was in a conversation with someone that went something like "if memories and thoughts are chemical, why can't I make you drink something and see or hear a specific memory?" Miesonbock at Oxford has found 12 cells in the fly's brain that are responsible for "associative learning." The really important part of the story for me is where Miesenbock says "I have every expectation that the fundamental mechanisms that produce these error signals are the same in the brain of the fly as they are in the brain of the human." I think it is a huge leap from the fly to the complexity of the human brain but it is not so huge a leap as it was from the Friday before last. Twelve neurons that can be tricked into associated a smell with a predator is still quite a ways away from understanding the role communication and social interaction play in learning, but this is certainly an important step in understanding how neurons connect and create learning.

The Past is My Co-Pilot

McLuhan says that we travel blindly into the future looking at the past through the rear view mirror. There should be little tiny letters though that say "Objects in mirror are

closer than they appear." Today I talked to a dear friend from the past. I am sure she doesn't really know how dear of a friend she was, but if you recall Junior High and your freshman year in high school - anyone who treated you decently, talked to you, regarded you as a human being, shared a smoke, and didn't hit you more than was necessary was pretty damned decent. She had/has a genuinely delightful smile. I don't really remember a lot of people from those years but the few people I do remember were or are remarkable (for good or ill). You have to remember that I was just a little bit denser back then. I didn't enjoy much about those years, and I have no real way of being objective about them. Anyway, someone I have known since the 3rd grade friended me on Facebook sometime ago. I have added a few of his friends and low and behold, there was that smile; that refuge in a sea of Junior High horror. And I was really stunned because I knew that 20 years ago, I would probably never see that person again in my entire life. I grew up as ungracefully as possible and got the hell out of Dodge. I left a geographic location with the thought of never returning and all of those years would fade away. I was wrong, of course, on so many levels. I thought I would walk out creating more memories of greater or lesser value and I would just keep moving. Westward, ho! in a metaphorical sense. That is how it has been for my family since at least the Potato Famine. But that is not how it is going to work out.

We have a different relationship to the past now. We talk about how fast the future is coming, but the past is catching up. As more and more social networks go up and intermingle, as more and more records go online, the internet is the new small town you never moved away from. The person who stayed behind and lived for the glory days of soccer at El Camino Junior High thinks about life differently than the person who has followed job after job promotion across the continent. I am not making a value judgment both have their plusses and minuses, advantages and disadvantages. Someone who has remained in one place for a long time is more settled, more connected to their family, friends, and community and because of that they are more invested in what happens locally; they might vote more, buy locally, invest in local business, attend local colleges - these are all good things and values that are just being discovered in places like Silicon Valley. Someone who leaves might have a broader perspective on life and have a greater awareness of national and world issues. They might be exposed to a wider variety of viewpoints and a diverse population. These are just generalities. George Bush was from somewhere else, and despite everything managed to hold on to his simple beliefs.

If those lines are erased, if the networks carry our past with us where ever we go, what kind of person does that create? If I remember madelines and mint tea with my aunt through the lens of all my experiences, it is a different record than a picture or an online document. Memories are shaped and reshaped over time. And technology can change that. A high resolution photograph of Amadinejhad waving his passport revealed that one of the most vitriolic anti-Semites actually came from a Jewish family - a single moment captured by technology changed the past as it was presented forever and hopefully will help change his future.

We talk, as educators, about how the connected world is changing the way we think because of our increased connections with one another and with information. I will be interested to see how networks change the way we think as we connect to our past. Are our world views based on events as we knew them or from events as they were? Are the connections to the past in the online world somehow "more valid" than the events that I think I experienced? Is the memory of the network any more accurate than mine? Who will judge that? I think we are all about to find out.


"Every man's memory is his own literature." - Aldus Huxley

Networks in the Rear View Mirror

"The past went that-a-way. When faced with a totally new situation, we tend always to attach ourselves to the objects, to the flavor of the most recent past. We look at the present through a rear view mirror. We march backwards into the future." - Marshall McLuhan

The real issue is not that networked thinking is new but the the networks have gotten significantly faster. But not faster than we think. The same technology that we use to build the networks is the same technology that we use to mediate the information. The information over networks is moving at such a pace that we have to adapt ourselves to keep up.

I loved the image that Jane Knight posted this month from Sean Carton. I linked it to the left. It is interesting to me because this is one of the few that acknowledges the inherent networked capacities in humans. The whole idea of writing arises from the desire to connect memory and ideas with other people, places, and the future. In a way, cuneiform libraries are networks because the information in them was meant to be copied, preserved, and sent to others. Carton's time line jumps from the 550 BC postal service in Persian straight to the telegraph in 1792. A nod should also be given to the East and the Silk Road as a network, especially since the Chinese found a 2000 year old letter in a post office adjoining the Silk Road. Again, I really appreciate the fact that he is giving us some idea of networks before the 1960s but I think an important addition to this timeline would be the monastic system of the Middle Ages. Not just for the "look-at-me-I-was-a-humanities-major" bit, but because those monasteries were so successful at transmitting, preserving, and passing on information that we are still struggling in the shadows of those institutions today. They were really good at finding, copying, and preserving books. That is where a lot of the traditions in colleges come from. Students are taking notes in classes today because in the 12th century university, the only way to get a copy of the book that the instructor was reading from was to copy it yourself. McLuhan calls schools the "custodians of print culture."

Some of the great epics of the West open with guards waiting to see the fire from the next tower over or with runners and messengers delivering news. A great deal of exposition is given in letters in Shakespeare and later we also have epistolary novels where the movement of information can sometimes shape the plot. What I am trying to point out is that there has always been this awareness of connectedness and information. What is happening now is that we are learning how to mediate that seemingly overwhelming speed of that change and that mediation is changing the way we think.